Home >Education >Jiao learner autonomy 2

Jiao learner autonomy 2

Date post:15-Aug-2015
Category:
View:39 times
Download:0 times
Share this document with a friend
Transcript:
  1. 1. AN INVESTIGATION OF LEARNER AUTONOMY AND STRATEGIES FOR COPING WITH SPEAKING PROBLEMS IN RELATION TO SUCCESS IN ENGLISH SPEAKING CLASSES A THESIS SUBMITTED TO THE GRADUATE SCHOOL OF SOCIAL SCIENCES OF MIDDLE EAST TECHNICAL UNIVERSITY BY BURCU GKGZ IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN THE DEPARTMENT OF ENGLISH LANGUAGE TEACHING AUGUST 2008
  2. 2. Approval of the Graduate School of Social Sciences ___________________ Prof. Dr. Sencer AYATA Director I certify that this thesis satisfies all the requirements as a thesis for the degree of Master of Arts. _____________________ Prof. Dr. Wolf KNIG Head of Department This is to certify that we have read this thesis and that in our opinion it is fully adequate, in scope and quality, as a thesis for the degree of Master of Arts. _____________________ Assoc. Prof. Dr. Glge SEFEROLU Supervisor Examining Committee Members Assoc. Prof. Dr. Ahmet Ok (METU, ELT) _____________________ Assoc. Prof. Dr. Glge Seferolu (METU, EDS) _____________________ Dr. Perihan Sava (METU, ELT) _____________________
  3. 3. iii I hereby declare that all information in this document has been obtained and presented in accordance with academic rules and ethical conduct. I also declare that, as required by these rules and conduct, I have fully cited and referenced all material and results that are not original to this work. Name, Last Name : Burcu Gkgz Signature
  4. 4. iv ABSTRACT AN INVESTIGATION OF LEARNER AUTONOMY AND STRATEGIES FOR COPING WITH SPEAKING PROBLEMS IN RELATION TO SUCCESS IN ENGLISH SPEAKING CLASSES Gkgz, Burcu M.A., Department of English Language Teaching Supervisor: Assoc. Prof. Dr. Glge Seferolu August 2008, 114 pages The present study was conducted at Dumlupinar University, Department of Foreign Languages Preparatory Classes to investigate the relationship between degrees of learner autonomy, use of strategies for coping with speaking problems and success in speaking class of the participants. To determine the degree of correlation among degree of learner autonomy, use of strategies for coping with speaking problems and success in speaking class, 102 participants were distributed a questionnaire. The questionnaire asked the participants to self report the strategies they use when they have problems during speaking English and also to report their degree of learner autonomy as an English language learner by choosing one of the items on the questionnaire. Following the completion of the questionnaire the quantitative data analysis method was performed via SPSS (Statistical Package of Social Sciences) 13.0 by conducting ANOVA and MANOVA tests and some descriptive statistics.
  5. 5. v As a result, the results of the study revealed that learners with low speaking grades are worse than learners with high speaking grades during the use of strategies for coping with speaking problems on the whole. Similarly, learners with low speaking grades also reported themselves as less autonomous when compared to high proficiency learners of English, although the difference is not significant between the group of learners in average speaking grade level and high grade level. Keywords: Learner Autonomy, Strategies for Coping with Speaking Problems in English
  6. 6. vi Z RENEN ZERKLNN VE KONUMADA YAANAN GLKLERLE BAA IKMA STRATEJLERNN NGLZCE KONUMA DERSLERNDEK BAARIYLA LKL OLARAK NCELENMES Gkgz, Burcu Yksek Lisans, ngiliz Dili retimi Blm Tez Yneticisi: Do. Dr. Glge Seferolu Austos 2008, 114 sayfa Bu alma Dumlupinar niversitesi Yabanc Diller Blm Hazrlk snflarnda, katlmclarn renen zerkliinin derecesi, konumada yaanan glklerle baa kma stratejilerinin kullanm ve konuma dersinde aldklar notlar arasndaki ilikileri aratrmak amacyla uygulanmtr. renen zerkliinin derecesi, konumada yaanan glklerle baa kma stratejilerinin kullanm ve konuma dersinde aldklar notlar arasndaki ilikilerin derecesini lmek iin 102 katlmcnn bir anket doldurmas istenmitir. Anket katlmclarn ngilizceyi konumada glk yaadklarnda kullandklar stratejileri ve ngilizce renen bir kii olarak zerklik derecelerini anketteki maddelerden birini seerek belirtmeleri istenmitir. Anketin tamamlanmasndan sonra, ANOVA; MANOVA testleri ile SPSS 13.0 (Sosyal Bilimler iin statistiksel Paket Programlar) kullanlarak yaplmtr.
  7. 7. vii Sonu olarak, almann sonular konuma notu dk olan renci grubunun, konuma notu yksek olan renci grubuna gre konumada yaanan glklerle baa kma stratejilerinin kullanmnda da dk deerler verdii gzlenmitir. Benzer ekilde, ankete verilen cevaplardan notu dk olan renci grubunun ayn zamanda konuma notu yksek olan renci grubuna gre kendilerini daha az otonom (zerk) olarak ifade ettikleri sonucu kmtr. Bununla beraber, bu farkllk, konuma notu orta derecede olan grupla konuma notu yksek olan renci grubu arasnda ayn derecede nemli kmamtr. Anahtar Kelimeler: renen zerklii, ngilizce konumada yaanan glklerle ba etme stratejileri
  8. 8. viii To my parents and my beloved Can
  9. 9. ix ACKNOWLEDGMENTS I wish to express my deepest gratitude to my supervisor Assoc. Prof. Dr. Glge Seferolu for her guidance, advice, criticism, encouragements and insight throughout the research process. I am grateful to her because she was much more than a supervisor, with her endless support, warmth and motivation that she gave me during the long and depressing times of writing my thesis. I would also like to thank Research Assistants hsan Gen and Emre zel for their endless patience and their help with statistical calculations. Besides, I would also like to thank Instructor Suzan Yldrm for helping me with the administration of the questionnaires. My beloved friends Nkhet Ergn and Zeynep engl have always increased my personal courage all along the process of the writing of my thesis. The students who had participated in the study also deserve appreciation for allotting their times. It is a duty to thank my invaluable family members Kadriye, Bnyamin and Ycel Gkgz for their continuous support and belief in me. Finally, my beloved husband, Can Kurt, was always caring and considerate. I owe each and every word of this thesis to him for his never ending tolerance, help, kindness and understanding throughout writing my thesis.
  10. 10. x TABLE OF CONTENTS PLAGIARISM........................................................................................................... iii ABSTRACT............................................................................................................... iv Z...............................................................................................................................vi DEDICATION..........................................................................................................viii ACKNOWLEDGEMENTS........................................................................................ix TABLE OF CONTENTS.............................................................................................x LIST OF TABLES.....................................................................................................xiv LIST OF FIGURES...................................................................................................xvi CHAPTER I. INTRODUCTION 1.0. Presentation......................................................................................................1 1.1. Background to the Study......................................................1 1.2. Purpose of the Study............................................................................................2 1.3. Research Questions..3 1.4. Significance of the Study.....................................................................................3 1.5. Definition of key terms....3 II. REVIEW OF LITERATURE 2.0. Presentation............................................................................................................5 2.1. Autonomy Concept and Strategy Use in a Framework of Language
  11. 11. xi Teaching and Learning.............................5 2.1.1. Definitions of Learner Autonomy.5 2.1.2. Descriptions of Autonomous Learner...8 2.2. Autonomy Concept within a Broader Framework: Past & Present ......11 2.3. Fostering Autonomy in Language Classrooms.....15 2.3.1. Reasons for Learner Autonomy in Language Classrooms.15 2.3.2. Conditions for Learner Autonomy in Language Classrooms.17 2.3.3. Approaches to Fostering Autonomy in Language Classrooms..18 2.3.3.1. Resource-based Approaches..19 2.3.3.2. Technology-based Approaches..19 2.3.3.3. Teacher-based approaches.20 2.3.3.4. Classroom-based approaches.21 2.3.3.5. Curriculum-based approaches...22 2.3.3.6. Learner-based approaches.23 2.4. Strategy Use in Language Learning ....24 2.4.1 Definitions of Language Learning Strategies....25 2.4.2. Foreign Language Learning and Use Strategies...28 2.4.3. Communication Strategies...29 2.5. Summary of Literature Review ..35 III. METHOD 3.0. Presentation37 3.1. Overall Design of the Study...37 3.2. Participants.38
  12. 12. xii 3.3. Research Questions....42 3.4. Instruments.42 3.4.1. Pilot Study.45 3.4.1.1. Oral Communication Strategy Inventory...45 3.4.1.2. Questionnaire on Learner Autonomy46 3.5. Data Collection Procedure.48 3.6. Data Analysis.49 3.7. Limitations of the Study49 IV. RESULTS 4.0. Presentation...50 4.1. Data Analysis- Oral Communication Strategy Inventory Strategies for Coping with Speaking Problems.50 4.1.1. Relationship between OCSI-Strategies for Coping with Speaking Problems and the Speaking Grade Level....50 4.1.2. Statistical Differences between Different Groups of Speaking Grade Level.....56 4.1.3. Analysis of Questionnaire Items.....58 4.2. Data Analysis - Questionnaire on Learner Autonomy.....66 4.2.1 Relationship between Reported Degree of Learner Autonomy and Speaking Grade Level of the Students.66 4.2.2. Analysis of the Questionnaire Items..68 4.3. Discussion of the Results.81 V. CONCL
Popular Tags:

Click here to load reader

Embed Size (px)
Recommended